自我決策課程對國小高年級資源班學生教學成效之研究

趙本強

doi:10.6768/JSE.200906.0111

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P111 - 136

社会科学 > 教育学

DOI： 10.6768/JSE

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自我决策课程对国小高年级资源班学生教学成效之研究

A Study of the Teaching Effects of a Self-Determination Program Developed for Fifth and Sixth Grade Students in Resource Room at Elementary Schools

赵本强(Pen-Chiang Chao)

特殊教育学报； 29 期 (2009 / 06 / 01) ， P111 - 136

繁体中文 DOI： 10.6768/JSE.200906.0111

国小资源班；学习障碍；轻度智能障碍；自我决策能力；课程教学； resource room ； learning disabilities ； mild intellectual disabilities ； self-determination skills ； curriculum

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摘要 │ 参考文献 (54) │ 被引用文献 (6) │ 国际计量

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The purpose of this study was to develop a curricular program aimed at promoting self-determination skills of elementary-aged students with disabilities and examine the effectiveness of the program. Forty 5th-and 6th-grade students identified with learning disabilities and mild intellectual disabilities were recruited from the resource room in three public elementary schools located in northern Taiwan to participate in the study. Students were assigned to a control group (n=20) and an experimental group (n=20) based on their grade and type of disability. Growing Up Happily, a competency-based curriculum, was developed in this study to help students develop basic self-determination knowledge and skills. To engage students in learning more efficiently, the curriculum covering topics that are interesting to students and related to their daily lives was delivered through diverse teaching activities. The entire instruction was implemented in 16 weekly, 40-minute classes. Effects of the curriculum were evaluated using a series of analyses of variance (ANOVAs) as well as in-depth interviews with students, teachers, and parents. Results showed that after receiving the self-determination instruction, students in the experimental group outperformed those in the control group. Likewise, teachers’ and parents’ pre-post evaluations also revealed the same results. Interviewees all showed positive attitudes toward the curriculum itself as well as its effects in promoting students’ self-determination skills. Findings of the study suggested that self-determination skills of elementary-aged students with learning disabilities and mild intellectual disabilities could be improved when an appropriate curricular program is available. Suggestions and implications for teachers and researchers were provided.

参考文献 ( 54 ) 〈TOP〉

董冀辉、林宏炽(2005)。特殊教育学校高职部教师对智能障碍学生自我决策素养之研究。特殊教育学报，22，145-178。
连结：
Abery, B. H.,Rudrud, L.,Arndt, K.,Schauben, L.,Eggebeen, A.(1995).Evaluating a multicomponent program for enhancing the self-determination of youth with disabilities.Intervention in School and Clinic,30,170-179.
Burstein, K.,Bryan, T.,Chao, P. C.(2005).Promoting self-determination skills among youth with special health needs using participatory action research.Journal of Developmental and Physical Disabilities,17,185-201.
Carter, E. W.,Lane, K. L.,Pierson, M. R.(2006).Self-determination skills and opportunities of transition-age youth with emotional disturbance and learning disabilities.Exceptional Children,72,333-346.
Cartledge, G.,Kiarie, M. W.(2001).Learning social skills through literature for children and adolescents.Teaching Exceptional Children,34,40-47.

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